Grammar
is important in learning English as foreign language. In this case, grammar guides
the students in constructing English sentence to communicate with other people.
Grammar is bounded to other language skill like listening, speaking, reading,
and writing.

Students’
grammar mastery helps students to construct sentence to deliver messages for
other people. Sentences are not accurate and good without grammar.

In
this research, there were two problems that had been investigated. The problems
were: (1) Was there any correlation between students’ grammar mastery towards
students’ ability in constructing English sentence in simple present tense? (2)
How was the correlation between students’ grammar mastery towards students’
ability in constructing English sentence in simple present tense? This research was aimed at finding whether or
not there was correlation between students’ grammar mastery, especially in
simple present tense to the students ability in constructing English simple
present sentence at MTs NW Kumbung. The
researcher applied two kinds of test in this research. The first one was
multiple choices. This was to the students’ grammar mastery. The second one was
writing. This was to know the students’ ability in constructing English
sentence in simple present tense. In this study, the writer used product moment
to find the correlation between the two variables.

Based
on the result of the data analysis, the writer found that the value of mean score of
students’ grammar mastery was 47.2, and the value of standard deviation was
9.20. Meanwhile the mean score of writing students ability was 5.1, and the
value of standard deviation was 1.1. From the data, the writer found a value of
correlation between students’ grammar mastery towards students’ ability in
constructing English sentence in simple present tense was 0,78. Thus, it can be
concluded that there was a significant correlation between students’ grammar
mastery to the students’ ability in constructing English simple present
sentence at MTs NW Kumbung.

This
is dedicated to my beloved parents (Ibrahim and Hapazah), my uncle (Abdullah),
my sister, my family and all of my friends especially my girl friend who has
helped and supported me in the process of writing my thesis.

ACKNOWLEDGEMENT

All of
the praise to Allahwho has given me his power and the he is a lord of world.
All has give the health, power, honest and all of his help and don’t forget to blessing
and salutation be upon the most honorable prophet Mumammad SAW has given us the
light and guide us from the darkness to brightness so the people can to live in
the peacefulness until now.

In the
writing of
thesis, the writer almost gets
a difficulty and limited time for to do the thesis but the god always gives the solution to the problems. In other hand
the writer has the problem in his self but it is not problems because the god always helps the writer to
finish the duty for pass from the university at pancor. The writer wants to say tanks for the:

ØDrs. H. Muh.
Suruji, as the Head of STKIP Hamzanwadi Selong who has given a chance to the
writer to study at STKIP Hamzanwadi Selong.

ØBq. Rismarini
Nursaly. M.Hum, as the Head of English Language Study Program.

ØThe Head Master of MTs. Nurussalam Tetebatu,
Badrun, S.PdI. and all of the staff who helped the writer in the process of
conducting the research

ØThe grade VIII students of MTs NW Kumbung in the school year
2010-2011 as the subject of the research who have involved actively and
seriously in the classroom for this research.

Finally,
since theme is nothing prefect in the world, so I’m sorry if there is a mistake
in the thesis. The writer hopefuls this thesis will has much contribution for
teaching and learning in education world.

This chapter
discusses about background of the problem, statement of the problem, objective
of the study, significance of the study, scope and limitation of the study,
assumption of the study, hypothesis of the study and definition of key terms.

A.Background
of the study

English
language is important for students to know because English the language of
world. All of English teachers inform the students about the importance of English
language. The students should learn it. Like other languages, there are four
skills in English language, they are listening, speaking, reading, and writing
skill. In learn language, the four skills are very important. All of the
students need them to create a good communication with then other.

The
teaching and learning English process needs an understanding about grammar so it
can guide us to know the simple present tense and how to use it. Every day student
is able to use simple sentence but sometimes they can’t talk by using proper
grammar when are speaking. When students perform speaking, grammar is usually
neglected, but writing, students need to understand grammar to produce accurate
sentences.

In writing, structure and
grammar are needed to guide the students in constructing English sentence in
simple present tense, (Hornby, 375: 1974). It grammar can support students to
construct English sentence in simple present tense. Thus, mastery of grammar is
very important for the students in other apply to their language in foreign
language. The understanding of grammar guides the students to know and able to
identify the component of simple sentence like S+V+O/C. Group of words will be
come sentence if consist of S+V+O/C. As result,
students are able to know the process of constructing simple present tense by
understanding the way to construct good/correct sentence.

Realizing this fact, the
writer is interested in investigating the correlation between students grammar
mastery towards students' ability in constructing English simple present tense
at Grade VIII of MTs NW Kumbung in
the school year 2010/2011.

B.Statements
of the study

Based
on the background of the problem above, the writer formulates the study as:

Was there any correlation between
students grammar mastery towards students ability in constructing English
sentence in simple present tense for the second year of MTs NW Kumbung in the school year
2010/2011?

How was the
correlation between students’ grammar mastery towards students’ ability in
constructing English sentence in simple present tense for the second year
of MTs NW Kumbung in the school
year 2010/2011?

C.Objective
of the Study

Related
to the statements of the study, the objectives of study was to find out what
there or not there was correlation between students’ grammar mastery towards
students’ ability in constructing English sentence in simple present tense and
to found out the significance of the correlation between students’ grammar
mastery towards students’ ability in constructing English sentence in simple
present tense.

D.Significance
of the Study

The
result of the study was expected to be for development of theory especially
about the correlation between students’ grammar mastery towards students’
ability in constructing English sentences.

E.Scope
and Limitation of the Study

This
study was focused in scope and limitation of the following points.

The object of
the study was limited on the correlation between students’ mastery of
grammar and students’ ability in constructing English sentence simple
present tense.

2. The
subject of study was the students grade VIII of MTs NW Kumbung in the school
year 2010/2011.

F.Assumptions of the Study

There
were three assumptions formulated in this study, those were:

The students mastered
grammar, especially simple present tense.

The students were
able to construct the English sentence in simple present tense.

G.Hypothesis
of the Study

In
this research, the hypothesis was directly in formulated as there was:
correlation between students’ grammar mastery towards students' ability in
constructing English sentence in simple present tense of MTs NW Kumbung the school year 2010/2011. The correlation was the
higher the students’ grammar mastery, the better their ability in constructing
English sentences.

H.Definition
of Key Terms

To
clarify terms used in this study, the writer stated important terms as follow.

Mastery of Grammar

Grammar is structure of
language which guides students to understand about language. Grammar has good
constribution in writing sentence in English especially in simple present
tense. Grammar informs the students to develop the skill of language. Betty
(1993: xiii) say grammar promotes the development of all language skills in a variety
of ways.

Mastery of grammar means,
the writer presented mastery word where students were able to understand and
students were able to create sentence base on structure and grammar. If
students were able to application of the sentence base on then structure and
grammar, the students mastered of grammar.

Constructing English
Sentence

Constructing English sentence
means creating a sentence which consists of subject, verb, and object or
complement. A sentence which consists of subject, verb, and object or
complement were simple form of sentence.

Grammar
is one of knowledge that informs the students to construct a sentence becomes a
paragraph. Hornby (1990: 107) defines that sentence is the largest unit of
grammar. All of sentence will be perfect if sentences are arranged based on
grammar. Grammar guides the students to create communication.

Language
can not be separated from grammar because grammar one of the basic in the
studying language. With grammar, students created some messages with the
others, and students are able to express their thoughts and ideas. Keristi
Borjars and Kate Barridoe (2001:12) say that knowledge of grammatical structure
is helpful when you are learning the grammatical structure of another language.
Thus, grammar has vital position in learning English in four skills of
language; listening, speaking, reading, and writing. They are skills which
students use in daily activity. Students need knowledge of grammar to
completing the four skills in order to make communication with other in the
classroom and out door of class.

Students
need some sentences to express their opinion about anything, and grammar is
able to help them to make it correct. Grammar helps the students to arrange
words to be good sentence. Some of aspects grammar guide and inform the students
how to create a sentence and what will be used by students to communicate in
foreign language. In other word students are able to find sentence structure and
the meaning of word by the help of grammar.

Grammar
discusses about tense, article, noun, pronoun, adjective, adverb, conjunction,
preposition and etc. they are aspects of grammar which support the learner to
learn English. In this research, the writer/ researcher focused on tenses. A
tense consist of 16 form of tenses. Researcher in this case only focused on
simple present tense form as the basic of grammar mastery to support English
class in MTs NW Kumbung.

B.Tenses

Tenses discuss about time
and action so tenses show a sentence structure that express time action of
people or something whether in present, past, or future. Tenses consist of 16
forms. George E.Wishon and Julia M. Burks (1980:192) pointed out that tense, In
relation to action, is a concept that exists in the mind of the speaker, students,
or listener. Tenses formations that consist of 16 forms, actually, are used to
explain the three tense; present, past, and future tense.

a.Present Tense

Present tense is used to express
habitual action or event that happens in present. Present tense is divided into
four type; those are:

a. Simple present tense

b. Present continuous
tense

c. Present perfect tense

d. Present perfect continuous
tense

Hartanto, (2003: 265-266)

b.Past Tense

Past tense is used to
express action/ things happened in the past time and usually used preterits.
The type of this tense are:

a. Simple past tense

b. Past continuous tense

c. Past perfect tense

d. Past perfect continuous
tense

e. Past future tense

f. Past future continuous
tense

g. Past future perfect
tense

h. Past future perfect
continuous tense

Hartanto (265-266)

c.Future Tense

Future explains what
subject or someone will do and what someone plan for next time. This tense
includes:

a. Simple future tense

b. Future continuous
tense

c. Future perfect tense

d. Future perfect continuous tense

They are kinds of tenses
which people use to express their something in English. Among all of these
tenses, the researcher focused only on simple present tense.

C.Simple
Present Tense

Usually simple present tense is used to express habitual action, general
truth, exclamatory sentence and plan or arrangement (Hilman, 2002: 182)

a. Definition of simple present tense

Simple present tense is a simple
sentence used by people to express their daily activity. Simple present sentence
consists of S+V+O/C. Keraf (1997: 47)
states that simple tense is the sentence which consists of a subject,
predicate, and object or complement. The simple sentence use simple verb in the
each sentence like following examples:

Formula: S + V + I

Table
2.1 Example of Formula S+ V+ O/V

Subject

Verb

Complement

She

You

We

They

He

She

It

I

He

They

studies

Take

Give

Run

Buys

Reads

Jumps

Am

Is

Are

Hard

The key

The car

Pass

A shoe

The book

The bridge

A student

A teacher

a Lawyer

Table 2.1 show that, if
the subject is third person (he, she, and it), they must be followed by verb
adding with S/ES and if the subject is (I, we, they, and you), they are not
followed by verb adding S/ES. The verb adding with S/ES is used by third
person.

Hilman (2002: 184) stated
that subject which include third person will change in the last infinitive.
There are six changes like following examples:

1.Generally infinitive add suffix –s at the end of the word like following
examples:

To bring brings

To get gets

To know knows

2.If infinitive is end of vocal like –o at the end of word, the verb adding
with –es such as:

To do does

To go goes

3.Infinitive which is ended by vocal –e, the verb is added with –s. examples:

To change changes

To leave leaves

To prove proves

4.infinitive which is ended with consonant ch, sh, s, and x, the verb is added with es
like following examples:

To teach teaches

To watch watches

To wish wishes

To discuss discusses

5.Infinitive which is ended by consonant y, it become, i and is added with es.
Example:

To fly flies

To reply
replies

To study studies

To worry worries

6.Infinitive which is ended with consonant y and vocal before it, the verb added with
s. example:

To buy buys

To play plays

b.Form of Simple Present Tense

Simple present tense has
two forms. They are simple present tense of verb (verbal sentence) and simple
present tense of verb be (nominal sentence).

1.Pattern
of Present Tense of Verb (verbal sentence).

The simple present tense
of verb is formed from simple form of a verb for first person and third person
plural subject, except for third person singular subject, the verb end, in
s/es. Usually, simple present tense uses an adverb of frequency, such as every
day, always, sometimes, seldom, usually, and generally

For example: I go to the garden every day.

Sometime I learn English

We always go to school together

Pattern of Simple Present Tense

·Positive Form
of Simple Present Tense

I, we, you, they, +V+O/C

He, she, it +Vs/es+O/V

For example: I
have much money

We read a newspaper every
day

He goes to bed late

She watches television

You come late

· Negative Form of Simple Present Tense

In the negative sentence
in simple present tense, we put do not or does not after the subject. The
pattern is

I, you, we, they + do not
+ V1

He, she, it + does not + V1

For example:

-I don't swim

-You don't swim

-He does not swim

-She does not swim

-They don’t swim

Hartanto, at all (2003: 269)

· Interrogative Form of Simple Present
Tense

According to (Azar, (1989:
20), to express question sentence that needs yes/ no answer is by u sing do/
does before subject. The pattern is:

Do+ I, we you, and they+ V

Does+ he, she, and it+ V

For example : Do
you understand?

Does my father come to your home?

Do they play a game?

Does
she like pentolan?

·Negative
interrogative form of simple present tense

To
make the negative interrogative question in the simple present tense, we put do
not or does not before subject. The pattern is:

Do
not+ I, we, you, they+ V+ O/V?

Does
not+ he, she, it+ V+ O/V?

For
example:

Do
not I have much money?

Do
not they play football?

Does
not she get job?

Does
not he take your book?

In
the information question, we use question word who, what, when, and where
without do or does

For
example: Who lives in the house?

What
makes him happy?

When,
who, what, and where and do or does will form a question, we put them before
subject.

For
example:

What
does Doni buy?

Where
do they go?

When
do we study in a group?

Who
does Joni join in the study?

2.Pattern
of simple present tense of verb be (Nominal Sentence)

Simple present tense of
verb be is a sentence which replace verb in a sentence because subject is not
followed by verb but subject is followed by noun, adjective, and adverbs
(Abdullah, (1990: 14)

For example: I am a teacher

She is driver

They are students

He is handsome

Eric is here

Ana is there

You are kind

·Positive Form of Nominal Sentence

Nominal sentence explains
subject, condition and quality. Usually subject is followed by to be. To be is
not followed by verb but it is followed by noun, adjective, and adverbs. It guides
the students to construct the nominal sentence in simple present tense.

Formula : S + to be {am, are, is} +
Complement

Sample : I am a teacher

He is
hungry

You are lazy

They are bad boy

She is beautiful girl

(Hartanto at all (2003: 40)

·Negative Form of Nominal Sentence

Negative
form of nominal sentence usually used to reject something from other people.
The Following is the Patten of negative form of nominal sentence:

Formula:
S + to be {am, are, is} + Not + V + C.

For example: She is not teacher

I am not hungry

You
are not my brother

They
are sure

He
is cruel

·Interrogative Form of Nominal Sentence

Interrogative sentence is formulated by
following pattern:

Formula: to be {am, are, is} + S +V + C

For example: -
Are you student?

- Am I teacher?

- Is he like a coffee?

D. Uses of Simple Present Tense

Simple
present tense is used to explain about habitual action, general truth,
exclamatory, and plan or arrangement, (Hilman (2002:183).

·Simple
present is used to explain and express habitual action in our life. For example:

3.He
drinks coffee every afternoon

4.I get up
at five o’ clock

5.I go to
school every day

·Simple
present is used to state a general truth which can’t be disputed. For example:

1.The
sunrises in the east

2.Sugar is
sweet and salt is salty

3.One week
has seven day

·Simple
present is used to exclamatory sentence, for example:

1.Here
comes the rain

2.Here
goes

3.There
goes the bell

4.There
are many things to be done

·Simple
present is used to explain the plan or arrangement. For instance:

1.He goes
to Jakarta next week

2.My
brother leave for pancor by the next car

Simple present tense is used to express what people use in every day like
sentence above. So teacher demands students to learn simple present become base
on learning English sentence. Knowing all of these patterns helps students in
constructing or writing English sentence.

E.Constructing
English Simple Present Tense

Lado (1961: 21) states
that writing is painting graph sign which describing a language and it is
understood by everyone. Other people can read that graph signal if they
understand the language and the describing of the graph.

Cahyono (2001: 21) states
that some writer follows a similar process of writing in their second and first
language. English is second language and it has similar process in first
language. Students able to create a second language based on the first language
to determine subject+ verb+ object or complement for students to write their
habitual action using simple present tense and something in daily activity.

F.Relevant Study

In this part, the writer states
the relevant of study which was possible in adding the research point of view to
know the correlation between students’ grammar mastery toward students’ ability
in constructing English sentence in simple present tense.

The first study has done
by Nurhidayati (2001). The title was “The
Correlation Between Grammar Mastery Toward English Sentence Constructing for
the first year students of SMPN 2 Aikmel in the school year 2008/2009”

The second research that
found by researcher is done by Rosida (2005) entitled “The Correlation between Grammar
and English Sentence for the second year students of SLTP 2 Masbagek in the school year 2004/2005”

From the statement above
the writer found a difference and similar of last research and present
research. The previous research discussed about grammar and English sentence
but the research just discussed English sentence not discussed specific of
English sentence in simple present tense like in this present research. In
specific, this present research seeked correlation between students’ grammar
mastery towards students’ ability in constructing English sentence in simple
present tense at grade VIII of MTs NW Kumbung.

G.Theoretical
Framework

Grammar mastery must be learned by students because grammar
guide students in constructing English sentence in communication with other. Cahyono
(1997: 75) proposes that communication competence is composed of grammatical
competence with communication strategies. Grammar is very important for studying
English especially in constructing simple sentence which consists of subject
plus a predicate with finite verb.

In line with Cahyono,
Frank (1972: 220) state that English sentence usually consist of S+ V+ O/C.
Sentence is called a sentence if it consists of S+ V+ O/C and it is followed by
grammar structure.

CHAPTER III

RESEARCH METHDOLOGY

This chapter discusses about research design,
population and sample of the study, research instrument, technique of data
collection and technique of data analysis.

A.Research
Design

The
design of this research was correlation research, since researcher was to find
the correlation between students’ grammar mastery towards students’ ability in
constructing English sentence in simple present tense at MTs NW Kumbung in the school year 2010/2011. According to Latief (2006:
4), it seeks to examine the strength and direction of relationships among two
or more variable.

The researcher got data
from the students at MTs NW Kumbung to
know correlation between students’ grammar mastery towards students’ ability in
constructing English sentence in simple present tense and to find out how significance
the correlation was.

In this study, the
researcher used multiple choice test, that consisted of 25 items and using
writing test to know the writing skill of students. In this case, the researcher
asked the students to describe a picture. The result of students each test, the
writing test and multiple choice test, help the researcher to find whether there
was or no the correlation between students’ grammar mastery towards students’
ability in constructing English sentence in simple present tense.

B.Population
and Sample of the Study

In
this part, the writer describes about population and sample for taking data.

a.Population of the research

The
population of this study covered of the second year students of MTs NW Kumbung in the school year 2010/2011.
Arikunto (1998: 115) states that the whole of the research subject is called
population research.

The
researcher took all the population from grade VIII of MTs NW Kumbung which had 44 students as the sample. MTs NW Kumbung had only two classes for
grade VIII and each of class had 22 students, so it was called population
research as proposed by Arikunto (1998: 115) .

C.Research
Instrument

Research instrument was very important for the
researcher. It helped the researcher in collecting data from the subjects. The
researcher needed instrument to gain the data. The instrument of research
helped of the researcher to get the target data easily. The researcher designed
of this study with sample in table 3.1.

Table
3.1 total of population

Class

Sample

VIII

22

VIII

22

TOTAL

44

In this study, the
researcher used two kinds of tests; there were 25 items for multiple choices
for grammar test and describing a picture for writing test. In these test,
students described a picture in 5 sentences in simple present tense.

1.Grammar Test

In this test, the
researcher tried to know the ability of students in understanding grammar especially
simple present tense. These test consisted of 25 questions in form of multiple choices
and the number of students who followed the test was 44 students.

The researcher did this
test in two classes, class A and class B and students answered the question
base on their ability and understanding in grammar mastery.

2.Writing Test

This test had correlation
to grammar test previously. The researcher in this case, asked the students to
describe something they saw in picture prepared in the test.

The aim of this test was measure the
students’ ability in constructing English sentence in simple present tense and
to give researcher the data needed in this research. Both data were compared to
see the correlation between grammar mastery and the ability in constructing
English sentence in simple present tense.

a.Validity of Instrument

The
test is called valid if it measures what should be measured. Heaton (1989: 159)
states that the validity of test is the extent to which it measures on what it
is supposed to measure.

The
validity of instrument was important to measure a validity of the test. The test
was taken from material of grade VIII of MTs
NW Kumbung in the school year 2010/2011.

b.Reliability of Instrument

Reliability
was important in the test in taking data. It supported research to determine of
the instrument used. Ary, et.all (2002: 49) says that reliability is important
in a test to get reliable result of measurement. To know the reliability of
test, the researcher used the reliability formula as follows:

Where:

r –xy = koefisien korelasi pearson product-Moment

∑ = Sum

x = score of test x

y = score of test y

x = mean score of test x

y = mean score of test y

Sx = deviation of x

Sy = deviation of y

N = number of subject

Soenardi, (2008: 173)

D.Technique
of Data Collection

In collecting data, the
researcher took out the students’ grammar mastery and student’s ability in
constructing English sentence in simple present tenses of MTs NW Kumbung in the school year 2010/2011.

In collecting data, the
researcher took the students’ test score with used multiple choice test and
writing in describing picture. The researcher collected data base on the result
of tests had given to the students of MTs NW kumbung.

E.Technique
of Data Analysis

The
researcher had three procedures to analyze the data:

1.Giving the students multiple choices and writing
tests.

2.Classifying the value of tests based on the
students answer.

3.Calculating the level of correlation between two
variables by using product-moment pattern.

From the procedure above,
the researcher got it easy to take the data from the students of MTs NW Kumbung especially students grade
VIII. This technique, the researcher to find out the correlation between
students’ grammar mastery towards students’ ability in constructing English
sentence in simple present tense.

CHAPTER IV

RESEARCH
RESULT AND DISCUSSION

In this chapter,
the researcher presents about research result and discussion

A. Research Result

Dealing with the
students’ grammar mastery, the score of grammar mastery was 30-65, (Se Appendix
2). After that the writer calculated the mean score of entry the students, the
value of mean score of students grammar mastery was 47.2. The formula used was:

M=

Where:

M : mean score

N : number of subject

∑x : students total score

M= 2077/44

M= 47,2

In the other hand, the
writer calculated standard deviation of grammar mastery (Sx). The value of
standard deviation of students’ grammar mastery was 9.20.the formula used was:

Where:

:
Total dispute of

S : Standard deviation

N : Number of subject

Sx =

Sx =

While, for
the students’ ability in constructing English sentence in simple present tense,
the score was 3-7 from 44 students (See Appendix: 3). After the writer
calculated the mean score of students in this test, the value of the mean score
of constructing English sentence in simple p[resent tense was 5,1. The formula
used was:

M=

Where:

M : mean score

N : number of subject

∑y : total score of students in test y

M: 225/44

M:
5.1

The writer
then calculated the standard deviation of students’ ability in constructing
English sentence in simple present tense (Sy). The value of Sy was 1.1. The
formula used was:

Sy=

Where:

: Total dispute of

S : standard deviation

N : number of subject

Sy =

Sy =

Based on the
description the mean score and standard deviation score of grammar mastery and
constructing English sentence in simple present tense above, the value of mean
score in students’ grammar mastery was 47.2 and it was value of standard
deviation was 9.20. The mean score of writing sentence was 5.1, and the value
of standard deviation was 1.1.

From the data above, the writer
found a value of correlation between students’ grammar mastery towards students’
ability in constructing English sentence in simple present tense was 0,78.

Table 4.1the sequence
of correlation level

Koefisien

Kadar
korelasi

0,80-1,00

0,60-0,79

0,40-0,59

0,20-0,39

0,00-0,19

Tinggi

Lumayan
tinggi

Sedang

Rendah

Dapat di
abaikan

Soenardi
(2008:168)

Based on the result research the researcher said that
students’ grammar mastery and students’ ability in constructing English
sentence in simple present tense had correlation ship with correlation in the
level of 0.78.

B. Discussion

This part presented the
discussion about the correlation between students’ grammar mastery towards
students’ ability in nconstructing English sentence in simple present tense for
students grade VIII of MTs NW Kumbung in the school year 2010.2011.

a. Students Grammar Mastery in Junior High School
Of Students MTs NW Kumbung

The writer found solution
after the test of grammar mastery and the result research. In this test the
writer used multiple choices which consisted of 25 items and students score in
this test was 30-65. The mean score of grammar mastery was 47.2 and standard
deviation ofgrammar mastery was 9.20 (See Appendix: 5). Total dispute of was
3727.16 (See Appendix: 2)

b.Constructing English Sentence in Simple
Present Tense at Students Grade VIII of MTs NW Kumbung

In this part, the writer
presented the result test of constructing English sentence in simple present
tense. From this case, the writer got enough data to find correlation between
students’ grammar mastery and writing test. In this test the writer got mean
score of writing test, was 5.1. The standard deviation score was 1.1 (See
Appendix: 5). Total score of dispute of was
51.64 (See Appendix: 3)

c.The Correlation between Students Grammar
Mastery toward Students Ability in Constructing English Sentence in Simple
Present Tense

The writer found out the correlation between
students’ grammar mastery towards students’ ability in constructing English
sentence in simple present tense by using product-moment pattern. By the result
of research, the writer proved that they had correlation with category fairly
high. Based on the sequence of correlation level in which the score was 0.78.
The formula used was:

r-xy=

Where:

∑(x-) :
total score of (x-)

∑(y-) :
total score of (y-)

N :
number of subject

Sx : standard deviation of x

Sy : standard deviation of y

r-xy=

r-xy=

r-xy= 0,78

After the researcher found
out correlation between students’ grammar mastery towards students’ ability in
constructing English sentence in simple present tense at students grade VIII of
MTs NW Kumbung, the researcher proved that the correlation was in high level at
grade VIII and the hypothesis was accepted.

CHAPTER V

CONCLUSING
AND SUGGESTION

This chapter was devoted to
sum up the discussion in the previous chapter for this purpose the conclusion
and suggestion is presented in line with the objective of the study.

A. Conclusion

After going though the data
analysis, the writer concluded that the students’ grammar mastery had
relationship with students’ ability in constructing English sentence in simple
present tense for students’ grade VIII of MTs NW kumbung in the school years
2010/2011. In addition, students’ grammar mastery supported students’ ability in
constructing English sentence in daily activity in the room or out room
especially in the school.

B.Suggestion

With respect the finding,
of the study, the writer liked to present some suggestion as follows:

1.The students’ grammar mastery should be increased
in other to increase the ability of constructing English simple present tense.

2.The teacher English must increase the ability in
grammar mastery or teacher will give understanding about grammar to students

3.Students will study hard to get understanding
about grammar and constructing English sentence base on grammar and structure.

4.The researcher must make students to like and
stimulate students’ brain for happy in study English in the research.

5.The findings of the study are also expected to
other researcher to make it as a reference to investigate the middy similar
case, in other achieve the comprehensive research result.